Profiles

Jennifer Masters

UTAS Home Dr Jennifer Masters

Jennifer Masters

Senior Academic eLearning Pedagogue
Education

Room A232 , A

+61 3 6324 3022 (phone)

Jennifer.Masters@utas.edu.au

Dr. Jennifer Masters is an academic and a researcher with a specialist interest in the use of digital technologies in education. She has recently been appointed as a Senior Academic e-Learning Pedagogue in the Faculty of Education and is based at the Newnham campus in Launceston.

Biography

Before working in the tertiary sector, Jennifer taught in educational settings at both early childhood and primary levels. She completed her Graduate Diploma in Computer Education and worked as a lecturer in the Faculty of Education at Queensland University of Technology, where she completed a Masters by Research and a Phd focusing on using computers effectively and creatively in education.  She also played an integral role in creative course design at QUT before moving to La Trobe University at the Bendigo campus for an 'Innovation in Education' position. In this role she specialised in e-Learning, Blended Learning, e-Portfolios and First Year in Education design.  She also developed and implemented an Early Childhood program at La Trobe University, with two courses specialising in Early Childhood Education.

Career summary

Qualifications

  • PhD (2005), 'Teachers scaffolding children working with computers: An analysis of strategies', Queensland University of Technology, Australia 
  • MEd (1997), 'Investigations in geometric thinking: Young children learning with technology', Queensland University of Technology, Australia
  • Grad Dip Ed (1991), Computer Education, Queensland University of Technology, Australia
  • Dip Teach (1983), Early Childhood Education, Queensland University of Technology, Australia

Memberships

Professional practice

Dr. Masters is affiliated with the Australian Council for Computers in Education (ACCE). She has previously been a member of QSITE (Queensland) and DLTV (Victoria). She also served as a Board of Management member for LMPA (a kindergarten cluster management organisation) for five years.

Administrative expertise

Jennifer has extensive experience in teaching program management, which includes course design, development, accreditation and implementation. She also has managed large teaching projects including a common first year project, 'Connecting with Education: The First Year Experience', the 'Teaching Teachers for the Future' project and the early childhood component of the 'Regional Partnerships Funding' project.

Teaching

Cyber-safety, digital literacies, digital technologies, early childhood education, creativity, social constructivism, scaffolding, design technology, pedagogy, online learning, e-learning, e-portfolios, nature play, environment, Vygotsky, informal learning, sustainability, healthy communities, digital citizenship, interactive images, social media, problem-solving, rural, regional, remote, blended learning, internet, innovation, EYLF, Australian curriculum, kindergarten, ubiquitous learning, mobile technologies

Teaching expertise

Dr Masters has designed teacher education courses for early childhood, primary and middle years education. She also teaches units that special in digital technologies and e-portfolios. She has supervised students to completion at Phd and Masters levels.

View more on Dr Jennifer Masters in WARP

Expertise

Jennifer's research interests include creative and the applied use of computers, informal learning and social constructivism, mobile learning, personal reflection through digital portfolios and notions of ethical digital citizenship. She also has collaborated with researchers from the School of Health to investigate the impact of social media on body image. Recent projects have included outdoor and nature play learning and she is particularly interested in the nexus between technology and nature play.

Research Themes

Jennifer's research aligns with two of the UTAS research themes. Her work in the area of cyber safety and cyber citizenship connects with the theme of Better Health;

Creativity, Culture and Society. The emergence of 'cyberspace' as environment where people work, socialise and play offers new challenges for both children and adults in our society. Her work in this field includes projects where children are supported to navigate cyberspace (eg. The Lodden Mallee Cybersafety Project) and investigations in to the influences of social media on body image. The other connection is with Environment, Resources and Sustainability.

Dr Masters has collaborated with colleagues to explore nature education and outdoor play, particularly in the early childhood field, relating to 'Bush Kinder'. The philosophy for this type of educational program is based on the premise that a meaningful and connected understanding of the natural environment is an essential precursor for young children to develop a 'stewardship of the planet' perspective. The most recent research project is titled 'Connecting with Outdoor & Nature Play for Sustainable Futures'.

Collaboration

In 2012, Dr Masters completed an Outside Studies Program that included collaborative research activity with Umea University in Sweden, McGill University in Montreal, Canada and Wolverhampton University in the United Kingdom.

Current projects

Dr Masters has ongoing research involvements from La Trobe University in both social media/body image and outdoor and nature play.

Fields of Research

  • Educational Technology and Computing (130306)
  • Teacher Education and Professional Development of Educators (130313)
  • Higher Education (130103)
  • Primary Education (excl. Maori) (130105)
  • Educational Psychology (170103)
  • Education Systems (130199)
  • Medical and Health Sciences (119999)
  • Early Childhood Education (excl. Maori) (130102)
  • Creative Arts, Media and Communication Curriculum and Pedagogy (130201)
  • Education Assessment and Evaluation (130303)
  • English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) (130204)
  • Special Education and Disability (130312)
  • Medicine, Nursing and Health Curriculum and Pedagogy (130209)

Research Objectives

  • Expanding Knowledge in Education (970113)
  • Teaching and Instruction Technologies (930203)
  • Learner and Learning Achievement (930101)
  • Learner and Learning Processes (930102)
  • Teacher and Instructor Development (930202)
  • Teaching and Instruction (930299)
  • Child Health (920501)
  • Expanding Knowledge in Psychology and Cognitive Sciences (970117)
  • Pedagogy (930201)
  • Assessment and Evaluation of Curriculum (930301)

Publications

Dr Masters has 13 publications in Australian and International journals including Education and Information Technologies and the International Journal of Mobile and Blended Learning. She also has 9 book chapters, which include two international collaborations. She was on the editorial board for Australian Educational Computing 2009-2014, has served as guest editor for the international journal,Knowledge Management & E-Learning and reviews for eight research journals.

Total publications

19

Journal Article

(9 outputs)
YearCitationAltmetrics
2020Alqarni A, Bown A, Pullen D, Maters J, 'Mobile assisted language learning in learning Arabic as a second language in Saudi Arabia', Saudi Journal of Humanities and Social Sciences pp. 108-115. ISSN 2415-6256 (2020) [Refereed Article]

DOI: 10.36348/sjhss.2020.v05i02.009 [eCite] [Details]

Co-authors: Bown A; Pullen D

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2018Masters J, 'Trends in the Digitalization of K-12 Schools: The Australian Perspective', Seminar.net, 14, (2) pp. 120-131. ISSN 1504-4831 (2018) [Refereed Article]

[eCite] [Details]

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2018Masters J, Grogan L, 'A comparative analysis of nature kindergarten programmes in Australia and New Zealand', International Journal of Early Years Education, 26, (3) pp. 233-248. ISSN 0966-9760 (2018) [Refereed Article]

DOI: 10.1080/09669760.2018.1459507 [eCite] [Details]

Citations: Web of Science - 2

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2018Morrison CM, Masters J, Quentin-Baxter M, 'Implementation of Portfolios within Australian Initial Teacher Education: Who's Leading the Charge?', The Australian Journal of Teacher Education, 43, (7) Article 6. ISSN 0313-5373 (2018) [Refereed Article]

DOI: 10.14221/ajte.2018v43n7.6 [eCite] [Details]

Co-authors: Morrison CM; Quentin-Baxter M

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2017McLean SA, Wertheim EH, Masters J, Paxton SJ, 'A pilot evaluation of a social media literacy intervention to reduce risk factors for eating disorders', International Journal of Eating Disorders, 50, (7) pp. 847-851. ISSN 0276-3478 (2017) [Refereed Article]

DOI: 10.1002/eat.22708 [eCite] [Details]

Citations: Scopus - 27Web of Science - 27

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2015Masters J, Carolan J, Draaisma G, 'Making connections in science: Engaging with ICT to enhance curriculum understanding', Australian Educational Computing, 27, (3) pp. 95-100. ISSN 1443-833X (2015) [Refereed Article]

[eCite] [Details]

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2015McLean SA, Paxton SJ, Wertheim EH, Masters J, 'Photoshopping the selfie: Self photo editing and photo investment are associated with body dissatisfaction in adolescent girls', International journal of eating disorders, 48, (8) pp. 1132-1140. ISSN 1098-108X (2015) [Refereed Article]

DOI: 10.1002/eat.22449 [eCite] [Details]

Citations: Scopus - 65Web of Science - 58

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2013Masters J, 'Creative teaching and learning strategies for novice users of mobile technologies', International journal of mobile and blended learning, 5, (3) pp. 68-79. ISSN 1941-8647 (2013) [Refereed Article]

DOI: 10.4018/jmbl.2013070105 [eCite] [Details]

Citations: Scopus - 2

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2013Masters J, 'Scaffolding pre-service teachers representing their learning journeys with eportfolios', Journal of learning design, 6, (1) pp. 1-9. ISSN 1832-8342 (2013) [Refereed Article]

[eCite] [Details]

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Book

(1 outputs)
YearCitationAltmetrics
2019Masters J, 'On the Pebble Road: The first 80 days An auto-ethnographic account', A case study from PebblePad's 2018 The Enterprise Endeavour' conference, online (2019) [Authored Other Book]

[eCite] [Details]

Chapter in Book

(4 outputs)
YearCitationAltmetrics
2019Masters J, 'Digital Storytelling, Information, and Education', Encyclopedia of Education and Information Technologies, Springer Nature, A Tatnall (ed), Switzerland ISBN 978-3-319-60013-0 (2019) [Research Book Chapter]

DOI: 10.1007/978-3-319-60013-0_196-1 [eCite] [Details]

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2017Masters J, 'The King Island digital stories (KIDS) project: telling stories for tomorrow's learning', Tomorrow's Learning: Involving Everyone, Springer, A Tatnall, M Webb (ed), Switzerland, pp. 200-208. ISBN 978-3-319-74310-3 (2017) [Research Book Chapter]

DOI: 10.1007/978-3-319-74310-3_22 [eCite] [Details]

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2015Masters J, 'Balancing risks and growth in a digital world', Teaching and digital technologies: Big issues and critical questions, Cambridge University Press, M Henderson and G Romeo (ed), Melbourne, Victoria, Australia, pp. 35-45. ISBN 978-1-107-45197-1 (2015) [Other Book Chapter]

[eCite] [Details]

2013Masters J, 'The Loddon-Mallee Cyber Safety Project: An Australian Community Initiative to Nurture Digital Citizenship', From Cyber Bullying to Cyber Safety: Issues and Approaches in Educational Contexts, Nova Science Publishers, Hanewald, R (ed), USA, pp. 193-204. ISBN 978-1-62618-179-3 (2013) [Research Book Chapter]

[eCite] [Details]

Conference Publication

(4 outputs)
YearCitationAltmetrics
2018Masters J, 'Scaffolding Reflective Writing for the Portfolio of Evidence', 2018 Eportfolio Forum Program, 9-10 October 2018, Brisbane, Australia (2018) [Refereed Conference Paper]

[eCite] [Details]

2017Masters JE, Morrison CM, Quentin-Baxter M, 'The journey from pre-service teacher to practicing teacher: A national snapshot of portfolios of evidence in Australian initial teacher education', 2017 ePortfolio Forum: Owning, supporting and sharing the journey - Book of Short Papers, 20-21 September 2017, Melbourne, Australia, pp. 53-58. (2017) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Morrison CM; Quentin-Baxter M

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2016Masters J, 'Ready? Action! Building a portfolio of evidence in teacher education', ePortfolios Australia Forum 2016 - Book of Papers, 28-29 September 2016, Sydney, Australia, pp. 17-24. (2016) [Refereed Conference Paper]

[eCite] [Details]

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2015Masters JE, Grogan L, 'Technology goes bush: Using mobile technologies to support learning in a bush kinder program', Proceedings of the 12th International conference on cognition and exploratory learning in the digital age, 24-26 October, Maynooth, Greater Dublin, Ireland, pp. 187-194. ISBN 978-989-8533-43-2 (2015) [Refereed Conference Paper]

[eCite] [Details]

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Other Public Output

(1 outputs)
YearCitationAltmetrics
2018Morrison C, Buckworth J, Hay I, Masters J, Page L, et al., 'NADPE report: professional experience in initial teacher education', Federal Department of Education and Training, Australia, Australia (2018) [Government or Industry Research]

[eCite] [Details]

Co-authors: Morrison C; Page L; Quentin-Baxter M; Saunders C

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Grants & Funding

Jennifer has an established record of securing funding from external and internal sources, including $125,000 as a lighthouse project within the Regional Partnership Facilitation Funding, $150,000 as part of the ALTC funded 'Teaching Teachers of the Future' project and as part of a consortium for the SuperclubsPLUS project, which was granted $1.2 million from the Telstra Foundation.

Funding Summary

Number of grants

4

Total funding

$60,944

Projects

Increasing engagement of online students through well-designed activities, content and instructional design. (2018)$9,800
Description
This project aims to seek an understanding of how pedagogical and curriculum designs can develop social and academic integration for diverse online students.
Funding
University of Tasmania ($9,800)
Scheme
Grant-CAL Hothouse Research Enhancement Program
Administered By
University of Tasmania
Research Team
Masters JE; Wang Y; Muir T; Douglas T
Year
2018
High quality educational research into the use of e-portfolios (portfolios) to promote curriculum integration and lead evidence of attaining professional standards (2018)$13,144
Description
Significant changes in the Australian higher education sector, including deregulated enrolments andsubsequent unregulated growth in professional qualifying programs (e.g. Social Work, Education andAssociate Degrees), have created major challenges for universities and their industry partners. Of particularconcern is the need for, and increasing difficulty in securing, sufficient numbers of high quality professionaleducation placements and work-integrated learning opportunities (Allen & Wright, 2014).This proposed research project asks What are the advantages of using portfolios in work-integrated andprofessional qualifying university programs, for students, the University and the placement agencies, aimingto explore how student portfolios contribute to the redesign of one of the most resource-intensive aspects ofplacements (Beckers, Dolmans, & van Merrinboer, 2016): the evidence-based assessment of studentachievement of professional practice standards (e.g. https://www.aasw.asn.au/careers-study/asweas-2017-launch and https://www.aitsl.edu.au/teach/standards).UTAS new portfolio software for MyLO, and web-based documentation management system, provide anopportunity for the partners to integrate curricula with authentic field/placement study and work-integratedlearning (Degrees of Difference, 2016; Venville, Cleak & Bould, 2017).Portfolios offer a highly flexible formative and/or summative pedagogic approach (Gmiz-Snchez, Gallego-Arrufat, & Crisol-Moya, 2016), and are accessible to work-based supervisors, enabling co-design, delivery,moderated assessment of student achievement (and evaluation) of the curriculum (Mahar & Strobert, 2010;Schuwirth & van der Vleuten, 2011).The project capitalises on complementary expertise from the Discipline of Social Work (Social Sciences) andthe School of Education, with the University College, and responds to well-documented social welfare andeducational needs in the State (West, 2013).This new partnership will use a literature scoping review, surveys of students and peers/colleague supervisorsand case study approach (see timelines below) to thoroughly document the current baseline, compared withthe use of portfolios to augment learning in practice, to provide the foundation for the development of an ARCLinkage grant application.
Funding
University of Tasmania ($13,144)
Scheme
Grant - CALE Hothouse Alignment Scheme
Administered By
University of Tasmania
Research Team
Quentin-Baxter M; Vreugdenhil AJ; Masters JE; Stanford SN; Downing JJ; Carr AR; McDonald T
Year
2018
Pre-service teachers portfolios of evidence: a national snapshot of the collection and assessment of evidence of practice within Australian initial teacher education (2017)$18,000
Description
The scope of this project is to capture a national snapshot of the ways in which Initial Teacher Education (ITE) providers are utilising portfolios of evidence to prepare, assess and position pre-service teachers for successful entry into the teaching profession. The need for portfolios of evidence has been articulated in the Teacher Education Ministerial Advisory Group (TEMAG) Review (2014) and the Governments Response (2015) has been to mandate that ITE providers use portfolios of evidence to demonstrate how graduates are able to articulate the quality of their programs of study. While portfolios of evidence are not a new phenomenon, the ways in which portfolios are evolving to not only present evidence but serve to underpin development and learning throughout ITE is now a shifting emphasis (Masters, 2016). Consequently, the scope of this project also incorporates the ways in which teacher educators and eLearning pedagogues are incorporating portfolios into learning management systems and within strategic approaches to teaching and learning within ITE.
Funding
Australian Council of Deans of Education ($18,000)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Morrison CM; Masters JE
Year
2017
The King Island Digital Stories (KIDS) Project (2016)$20,000
Description
King Island District High School is a vibrant community-based school on an isolated island in the middle of Bass Strait. The children at the school benefit from living in a unique and pristine environmental setting but are somewhat disadvantaged by their isolation and lack of connection with the wider world. The purpose of this project is to harness digital technologies to enable the children to represent their ideas and perspectives about their special environment to share with a wider audience. Through this process the children will learn how to use technologies for communication and will develop their multi-literacy skills by preparing content for an authentic audience on a subject that is essential for the community environmental sustainability. The project will directly involve approximately 20 children and their teacher/s from the mid-primary range (Years 3-5) at King Island District High School. The first stage of the project will find out what the children already know about their environment. The children be asked to write about an aspect of the environment and then this understanding will be explored through interview and visits to the environment using a sensory ethnography approach. In the second stage the project team will bring together teachers, university mentors and local environmental experts to design a program to extend the childrens understanding of the environment. This process will be used to identify key issues and characteristics of King Island and determine what the children should be learning about this unique environment. The program will be implemented over a term, with the children and teachers working with university mentors and experts to investigate environmental topics. The children will be supported to collect and document material for their digital resources and then create their digital stories. The stories will be published as e-books that can be accessed freely on mobile devices and the web. These books will be promoted to the community and to a wider audience off-island and used to support further curriculum activity, possibly including connections with other schools.At the end of the project, the children will be asked to write again about their environmental understandings. It is anticipated that when a child produces informed content in an authentic context, they are more likely to communicate their ideas more effectively.
Funding
Tasmanian Community Fund ($20,000)
Scheme
Grant
Administered By
University of Tasmania
Research Team
Masters JE; Smith H; Murfet B
Year
2016

Research Supervision

Jennifer has supervised both Masters and Ph D students. She has two Masters and two Ph D completions. She has also marked twelve theses relating to online learning, the use of ICT for curriculum or early childhood education. She is available to supervise HDR in most areas of curriculum, pedagogy and particularly in relation to the use of digital technologies. She has methodology experience with case study, grounded theory, ethnography and design-based research.

Current

3

Current

DegreeTitleCommenced
PhDA Study of Finding a Programme of Early Childrean Mental Health Education in Australia and its Effectiveness in China2015
PhDThe Attitudes of Non-Arabic Learners of Arabic and their Teachers to Mobile Assisted Language Learning2016
PhDTransition Pedagogy, TPK and Collaborative Staff Partnerships: Exploring the first year experience in online learning2019